As an educational consultant, I support families navigating IEP (Individualized Education Program) and 504 meetings. My extensive knowledge of special education laws helps parents understand their child’s rights and needed accommodations.
I prepare families by reviewing evaluation reports, setting goals, and creating advocacy plans. During meetings, I offer expert guidance and ensure the school’s plans fit the child’s needs.
I also facilitate communication between parents and school staff, resolving disagreements and addressing the child’s educational needs.
My expertise empowers families to advocate effectively, ensuring their children receive the support needed to thrive academically and socially.
Governing Laws
- 504 Plan: For students with disabilities that significantly limit major life activities, including learning. The process is less formal than for an IEP.
- IEP: For students with one of 13 specific disabilities listed in IDEA, such as autism or learning disabilities, who need special education services.
Eligibility
- 504 Plan: Students qualify for a 504 Plan if they have a disability that significantly limits one or more major life activities, including learning. The criteria for a 504 Plan are broader, and the process is less formal compared to an IEP.
- IEP: To qualify for an IEP, a student must have one of the 13 specific disabilities listed in IDEA, such as autism, learning disabilities, or emotional disturbances, and need special education and related services.
Types of Support
- 504 Plan: Primarily, it provides accommodations and modifications to help the student access the general education curriculum. These might include preferential seating, extended test time, or the use of technology.
- IEP: It includes specialized instruction and services tailored to the student’s unique needs. This might involve special education classes, speech therapy, occupational therapy, and other related services. An IEP also specifies educational goals and objectives.
Development and Review
- 504 Plan: A 504 Plan is typically developed by a team that includes the student’s parents, teachers, and other school staff. It is reviewed periodically, but not necessarily annually.
- IEP: In contrast, an IEP is developed by an IEP team, which must include the student’s parents, at least one regular education teacher, at least one special education teacher, a school psychologist or specialist who can interpret evaluation results, and a school administrator. The IEP is reviewed at least once a year.
These differences highlight that while both 504 Plans and IEPs support students with disabilities, they do so in distinct ways and under different regulatory frameworks.
Understanding your child’s rights under the law is crucial for effective advocacy. School districts must provide accommodations to students who meet eligibility requirements. With my background as a special education teacher, educational consultant, and parent, I am uniquely equipped to guide you through this process, ensuring your child gets the support they need.
Individualized Education Plan or IEP
An Individualized Education Program (IEP) is a legally binding document that creates a personalized educational plan for students with disabilities. As an educational consultant, I guide families through the IEP process, starting with a thorough evaluation to assess the student’s specific learning needs.
The IEP outlines the student’s current performance, measurable annual goals, and the services they will receive, such as special education instruction or therapy. It also details how progress will be tracked and reported to parents.
The goal of an IEP is to ensure your child receives a free and appropriate public education (FAPE) tailored to their needs, helping them make meaningful progress in school.
I work closely with parents, teachers, and school staff to develop and implement an IEP that supports the student’s academic and social success.
You can learn more about IEP’s at the US Department of Education website.
504 Plan
In a 504 meeting, I collaborate with parents, teachers, and school administrators to create a plan that provides necessary accommodations for your child with a learning disability.
We start by reviewing the student’s evaluation reports, discussing their specific needs, and identifying school challenges. Together, we decide on accommodations like extended test time, preferential seating, or assistive technology to support the student’s learning.
My role is to advocate for the child, ensuring the accommodations are appropriate and tailored to their needs.
A successful 504 meeting results in a clear, actionable plan that addresses the child’s educational requirements, with everyone understanding their roles in implementing it. The goal is to create an environment where the student can excel academically and socially, supported effectively.
You can learn more about section 504 at the US Department of Education website.
